The Socialisation of Educational Problems and the Rise of Illiteracy in Mexico at the Turn of the Twentieth Century

Autor/in	Miranda Noriega, Marino
Titel	The Socialisation of Educational Problems and the Rise of Illiteracy in Mexico at the Turn of the Twentieth Century
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 59 (2023) 1, S.55-69 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miranda Noriega, Marino)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2022.2155976
Schlagwörter	Illiteracy; Educational History; Social Problems; Interdisciplinary Approach; Socialization; Visualization; Statistical Analysis; Educational Research; Foreign Countries; Political Influences; Historiography; Measurement; Mexico + Suchen Sie Ihr Suchwort? Analphabetismus; History of education; Bildungsgeschichte; Social problem; Soziales Problem; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Socialisation; Sozialisation; Visualisation; Visualisierung; Statistische Analyse; Bildungsforschung; Pädagogische Forschung; Ausland; Political influence; Politischer Einfluss; Geschichtsschreibung; Messverfahren; Mexiko
Abstract	In the past two decades, the interdisciplinary push to denaturalise the concept of society has historicised the very object of social history. In this paper, I propose a way of studying the social history of education that eludes the presupposition of the social as a transcendental or pre-discursive object. My central claim is that it is possible to observe a process of socialisation regarding educational problems. This means that the social and society were not simply concepts that created a new object of knowledge, but rather that they became a visualisation principle that allowed for the abstraction of categories and made observable a set of relationships. These notions are contained and articulated in how social problems were produced, observed, performed, and acted upon by educational and political actors. I will do this by examining the production of illiteracy ("analfabetismo" in Spanish) as a social problem in Mexico in the first decades of the twentieth century. I argue that two fundamental processes rendered illiteracy a social problem. First, the development of statistical knowledge and methods made it possible to know the number of people who did not read and write, creating the illiterate as a statistical category. The second is the articulation of this statistical reality as a generalised problem by education experts and authorities. In this sense, literacy was abstracted and framed as an essential feature for the proper functioning of a modern society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01